Demographic and psychological characteristics of Chinese preschool teachers
The response rate was 97.0% (1741/1795). A total of 1741 Chinese preschool teachers, including 134 male and 1607 female, were included in our study. The average age of teachers was 34.66 [SD = 8.86], ranging from 18 to 48 years. The average years of teaching were 13.54 [SD = 10.99], ranging from 1 to 35. Of them, 53.9 % had a bachelor degree or above, 29.7% junior college degree, 16.4% high school or less. The majority (75.4%) were married. The majority (67.3%) were from public school. The minority (38.1%) were satisfied with their income. Of them, the prevalence of underweight, overweight, and obesity was 7.5%, 19.8 %, and 25.5%, respectively. The percentage of depression was 39.9%. The average scores of perceived stress were 23.98 [SD = 8.85], ranging from 0 to 56 (Table 1).
Prevalence of burnout in Chinese preschool teachers
Respectively, 38.6%(673/1741)and 23.8% (415/1741) of preschool teachers reported a high level of emotional exhaustion and depersonalization, while 21.8% (382/1741) showed low levels of professional accomplishment (Figure 1). The prevalence of burnout in Chinese preschool teachers was 53.2% (928/1741, 95% CI=51%-56%). The prevalence estimate of burnout was 53.0% (851/1607) in female subjects. The prevalence estimate of burnout was 56.0% (75/134) in male subjects.
Supplemental Table 1 summarizes the mean total scores and the mean item scores of the three subscales of the MBI-GS among Chinese preschool teachers. The mean total scores (SD) were 13.18 (8.28) for EE, 7.50 (6.30) for DP, and 25.82 (8.01) for PA in our study. The mean item scores (SD) were 2.64 (1.66) for EE, 1.87 (1.58) for DP, 4.30 (1.33) for PA in our study.
Comparison of demographic and psychological variables between non-burnout and burnout group
Profiles of demographic and psychological variables of Chinese preschool teachers are shown in Table 1. The teachers with burnout have significantly higher perceived stress levels (P<0.001), shorter years of teaching (P<0.01) as compared to the teachers without burnout. The teachers with burnout are younger than the teachers without burnout (P<0.001). There are significant differences in marital status, income satisfaction, BMI, and depression status between non-burnout and burnout group (all P<0.001). However, there is no significant difference in sex, the type of school, the educational background between non-burnout and burnout group (all P>0.05).
Sex differences in comparison of demographic and psychological variables between non-burnout and burnout group
Comparison of demographic and psychological variables between non-burnout and burnout group in women
The teachers with burnout have significantly younger age (P<0.01), higher perceived stress levels (P<0.001), shorter years of teaching (P<0.05) as compared to the teachers without burnout. There are significant differences in marital status, income satisfaction, BMI, and depression status between non-burnout and burnout group (all P<0.05). However, there is no significant difference in the type of school and the educational background between non-burnout and burnout group (all P>0.05). (Supplemental Table 2)
Comparison of demographic and psychological variables between non-burnout and burnout group in men
The teachers with burnout have significantly younger age (P<0.01), higher perceived stress levels (P<0.001), shorter years of teaching (P<0.05) as compared to the teachers without burnout. There are significant differences in marital status, income satisfaction, and depression status between non-burnout and burnout group (all P<0.01). However, there is no significant difference in BMI, the type of school and the educational background between non-burnout and burnout group (all P>0.05). (Supplemental Table 3)
Correlates of burnout
In the bivariate analysis, nine factors showed a P-value < 0.1 (Table 2). These included a series of sociodemographic and psychological factors. The nine predictors identified at bivariate analysis were included in the multivariable analysis. Table 2 summarizes the results of the multivariable analysis of the correlates of burnout. Multivariable analysis elicited five statistically significant associations with burnout when controlled for other factors included in the model. Income satisfaction showed a statistically significant negative association with burnout (P=0.001, OR=0.67, 95% CI: 0.53-0.86). The preschool teachers who worked in the public school had a statistically significant higher likelihood of having burnout in comparison to their counterparts (P=0.007, OR=1.45, 95% CI: 1.11-1.91). Compared with normal-weight subjects, overweight (P=0.001, OR=0.58, 95% CI: 0.42-0.79) and obesity (P=0.048, OR=0.75, 95% CI: 0.56-1.00) correlated with a lower likelihood of having burnout. Perceived stress showed statistically significant positive associations with burnout (P<0.001, OR=1.15, 95% CI: 1.13-1.18). The depressed preschool teachers were more likely to have burnout as opposed to their counterparts (P<0.001, OR=3.08, 95% CI: 2.34-4.05).
Sex Differences in correlates of burnout
Correlates of burnout in women
In the bivariate analysis, nine factors showed a P-value < 0.1 (Table 3). The nine predictors identified at bivariate analysis were included in the multivariable analysis. Table 3 summarizes the results of the multivariable analysis of the correlates of burnout in women. Multivariable analysis elicited six statistically significant associations with burnout when controlled for other factors included in the model. Compared with the subjects with college or above degree, the subjects with junior college degree are less likely to have burnout (P=0.015, OR=0.70, 95% CI: 0.53-0.93). Income satisfaction showed a statistically significant negative association with burnout (P=0.006, OR=0.70, 95% CI: 0.54-0.90). The preschool teachers who worked in the public school had a statistically significant higher likelihood of having burnout in comparison to their counterparts (P=0.004, OR=1.51, 95% CI: 1.14-2.01). Compared with normal-weight subjects, overweight (P=0.001, OR=0.55, 95% CI: 0.39-0.78) correlated with a lower likelihood of having burnout. Perceived stress showed statistically significant positive association with burnout (P<0.001, OR=1.16, 95% CI: 1.13-1.18). The depressed preschool teachers were more likely to have burnout as opposed to their counterparts (P<0.001, OR=3.22, 95% CI: 2.41-4.31).
Correlates of burnout in men
In the bivariate analysis, seven factors showed a P-value < 0.1 (Supplemental Table 4). The seven predictors identified at bivariate analysis were included in the multivariable analysis. Supplemental Table 4 summarizes the results of the multivariable analysis of the correlates of burnout in men. Multivariable analysis elicited two statistically significant associations with burnout when controlled for other factors included in the model. Income satisfaction showed a statistically significant negative association with burnout (P=0.045, OR=0.40, 95% CI: 0.16-0.98). Perceived stress showed statistically significant positive associations with burnout (P=0.002, OR=1.11, 95% CI: 1.04-1.19).